Ablemann, N. (2003). The melodrama of mobility. Hawaii: University of Hawaii Press.
2.
Aczel, A. (1996). Fermat's last theorem: Unlocking the secret of an ancient mathematical problem. New York: Four Walls Eight Windows.
3.
Armstrong, J. (2000). Move closer: An intimate philosophy of art. New York: Farrar, Straus, & Giroux.
4.
Atkinson, D. (2003). L2 writing in the post-process ear: Introduction . Journal of Second Language Writing, 12,3-15.
5.
Barone, T. (1983). Things of use and things of beauty: The story of the Swain County High School arts program. Daedalus, Journal of the American Academy of Arts andScience, 112(3), 1-28.
6.
Barone, T. (1990). Using the narrative text as an occasion for conspiracy . In E. Eisner & A. Peshkin (Eds.), Qualitative Inquiry in Education: The Continuing Debate (pp. 305-326). New York: Teachers College Press.
7.
Barrett, M. (2007 in press). Music appreciation: Exploring similarity and difference. In L. Bresler (Ed.), International Handbook of Research in Arts EducationDordecht , The Netherlands: Springer.
8.
Barthes, R. (1964). The structuralist activity. Partisan Review, 36(1), 82-88.
9.
Bateson, M.C. (1990). Composing a life. New York : Plum.
10.
Behar, R. (1996). The vulnerable observer: Anthropology that breaks your heart. Boston: Beacon Press .
11.
Behar, R. (2003). Ethnography and the book that was lost. Ethnography, 4(1), 15-39.
12.
Berliner, P. (1994). Thinking in jazz: The infinite art of improvisation . Chicago: University of Chicago Press.
13.
Blacking, J. (1977). Anthropology of the body. New York: Academic Press.
14.
Bogdan, R., & Biklen, S. (2003). Qualitative research for education: An introduction to theories and methods. New York: Allyn and Bacon.
15.
Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste (R. Nice, Trans.). Cambridge, Mass: Harvard University Press. (Original work published 1979 )
16.
Bowman, W. (1998). Philosophical perspectives on music. New York: Oxford University Press.
17.
Bowman, W. (2004). Cognition and the body: Perspectives from music education. In L. Bresler (Ed.), Knowing Bodies, Moving Minds: Embodied Knowledge in Arts Education and Schooling (pp. 29-50). Dordrecht, The Netherlands: Kluwer.
18.
Bowman, W., & Powell, K. (2007 in press). The body in a state of music. In L. Bresler (Ed.), International Handbook of Research in Arts Education. Dordrecht, The Netherlands: Springer.
19.
Bresler, L. (1991). Washington and Prairie Schools, Danville, Illinois . In R. Stake, L. Bresler, & L. Mabry (Eds.), Custom and cherishing (pp. 55-94). Urbana, IL: Council for Research in Music Education.
20.
Bresler, L. (1997). Towards the creation of a new code of ethics in qualitative research. Council of Research in MusicEducation , 130, 17-29.
21.
Bresler, L. (2002). The transformative zone in international qualitative research. In L. Bresler, & A. Ardichvili (Eds.), Multiple Paradigms for International Research in Education: Experience, Theory and Practice (pp. 39-81). New York: Peter Lang.
22.
Bresler, L. (2003). Out of the trenches: The joys (and risks) of cross-disciplinary collaborations. Council of Research in MusicEducation, 152, 17-39.
23.
Bresler, L. (2004). Prelude. In L. Bresler (Ed.), Knowing Bodies, Moving Minds: Towards Embodied Teaching and Learning (pp. 7-11). Dordrecht, The Netherlands: Kluwer.
24.
Bresler, L. (2005). What musicianship can teach educational research . Music Education Research, 7(2), 169-183.
25.
Bresler, L., & Stake, R. (1992). Qualitative research methodology in music education . In R. Colwell (Ed.), The Handbook on Research in MusicTeaching and Learning (pp. 75-90). New York: Macmillan.
26.
Bresler, L., Wasser, J., Hertzog N., & Lemons, M. (1996). Beyond the lone ranger researcher: Teamwork in qualitative research. Research Studies in Music Education , 7, 15-30.
27.
Bridges, D. (2003). Fiction written under oath? Essays in philosophy and educational research. Dordrecht, The Netherlands: Kluwer.
28.
Broudy, H. (1972). Enlightened cherishing: An essay on aesthetic education. Urbana: University of Illinois Press.
29.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
30.
Bruner, J. (1996). The culture of education. Cambridge, Mass: Harvard University Press.
31.
Buber, M. (1947/1991). Tales of the Hasidim. New York: Schocken Books.
32.
Buber, M. (1971). I and Thou. New York: Simon and Schuster.
33.
Bullough, E. (1953/1912). Psychical distance as a factor in art and an aesthetic principle. In E. Vivas , & M. Krieger (Eds.), The Problems of Aesthetics (pp. 396-405). New York: Rinehart & Company.
34.
Burrows, D. (1990). Sound, speech, and music. Amherst, MA: University of Massachusetts Press.
35.
Carr, D. (1986). Time, narrative, and history. Indianapolis: Indiana University Press.
36.
Clandinin, D.J., & Connelly, M. (1998). Stories to live by: Narrative understandings of school reform. Curriculum Inquiry, 28, 149-164.
37.
Clandinin, D.J., & Connelly, M. (2000). Narrative Inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass .
38.
Clarke, E., & Davidson, J. (1998). The body in performance. In W. Thomas (Ed.), Composition-Performance-Reception: Studies in the Creative Process in Music (pp. 74-92). Brookfield, Vermont: Ashgate.
39.
Csordas, T. J. (Ed.). (1994). Embodiment and experience: The existential ground of culture and self. New York: Cambridge University Press.
40.
Csordas, T.J. (1999). Embodiment and cultural phenomenology. In G. Weiss & H. F. Haber (Eds.), Perspectives on Embodiment: The Intersections of Nature and Culture (pp. 143-162). New York: Routledge.
41.
Damasio, A. (1999). The feeling of what happens: Body and emotion in the making of consciousness. New York: Harcourt Brace.
42.
Damasio, A. (2003). Looking for Spinoza: Joy, sorrow, and the feeling brain. New York: Harcourt.
43.
DeNora, T. (2000). Music in everyday life. New York: Cambridge University Press.
44.
DeNora, T. (2007 in press). Interlude: Two or more forms of music . In L. Bresler (Ed.), International Handbook of Research in Arts Education. Dordecht, The Netherlands: Springer.
45.
Denzin, N., & Lincoln, Y. (2005). Introduction: The discipline and practice of qualitative research. In N. Denzin & Y. Lincoln (Eds.), The Sage Handbook of Qualitative Research (pp. 1-28). (3rd ed). Thousand Oaks, CA: Sage.
46.
Dewey, J. (1918) Introduction. In F. M. Alexander (Ed.), Man's Supreme Inheritance (pp. xiii-xvii). New York: Dutton.
47.
Dewey, J. (1928/2002). Preoccupation with the disconnected. A reprint from a talk given to the New York Academy of Medicine. Champaign, IL: NASTAT.
48.
Dewey, J. (1929/1958). Experience and nature. New York: Dover Publications.
49.
Dewey, J. (1934). Art as experience. New York : Perigee Books.
50.
Dewey, J. (1938). Experience and education. New York: Touchstone.
51.
Dreyfus, H.L., & Dreyfus, S.E. (1999). The challenge to Merleau-Ponty's phenomenology of embodiment for cognitive science. In G. Weiss & H. F. Haber (Eds.), Perspectives on Embodiment: The Intersections of Nature and Culture (pp. 103-120). New York: Routledge.
52.
Dura, M. (2006). The phenomenology of the music-listening experience . Arts Education Policy Review, 107 (3), 25-32.
53.
Egan, K. (1986). Teaching as story-telling: An alternative approach to teaching and curriculum in the elementary school. Chicago : The University of Chicago Press.
54.
Egan, K., & Ling, M. (2002). We begin as poets: Conceptual tools and the arts in early childhood. In L. Bresler & T. M. Thompson (Eds.), The Arts in Children's Lives: Context, Culture, and Curriculum (pp. 93-100). Dordrecht , The Netherlands: Kluwer.
55.
Eisner, E. (1982). Cognition and curriculum. New York: Macmillan.
56.
Frye, N. (1957). The anatomy of criticism. Princeton: Princeton University Press.
57.
Foucault, M. (1977). Discipline and punish: The birth of the prison . New York: Vintage Books.
58.
Gadamer, H. (1988). Truth and Method. ( G. Barden & J. Cumming, Trans. and Eds.). New York: The Crossroad Publishing Company.
59.
Gallagher, S. (1992). Hermeneutics and education. Albany: State University of New York Press.
60.
Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
61.
Geertz, C. (1988). Works and lives: The anthropologist as author . Stanford, CA: Stanford University Press.
62.
Hearne, B. (2005). The bones of story. The Horn Book Magazine, 81(1), 39-47.
63.
Hearne, B., & Trite, E. (in press). A narrative compass: Women's scholarly journeys. Carbondale: University of Illinois Press.
64.
Holstein, J.A., & Gubrium, J.F. (2000). The self that we live by: narrative identity in the postmodern world. New York: Oxford University Press.
65.
Johnson, M. (1999). Embodied reason. In G. Weiss & H. F. Haber (Eds.), Perspectives on embodiment: The intersections of nature and culture (pp. 103-120). New York: Routledge.
66.
Kaufmann, W. (1971). “I and Thou” A prologue. In M. Buber (Ed.), I and Thou (pp. 9-48). New York: Simon and Schuster.
67.
Kleinman, S., & Copp, M. (1993). Emotions and fieldwork. Thousand Oaks: Sage.
68.
Kuhn, T. (1962). Structure of scientific revolutions. Chicago, IL: University of Chicago Press.
69.
Kvale, S. (1996). InterViews. Thousand Oaks, CA: Sage.
70.
Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to Western thought. New York: Basic Books.
71.
Langer, S.K. (1957). Problems of art. New York: Charles Scribner's Sons.
72.
Mans, M. (2004). The changing body in southern Africa — A perspective from ethnomusicology. In L. Bresler (Ed.), Knowing Bodies, Moving Minds: Towards Embodied Teaching and Learning (pp. 77-96). Dordecht, The Netherlands: Kluwer.
73.
Meyer, L. (1956). Emotion and meaning in music. Chicago, IL: University of Chicago Press.
74.
Miles, M.B., & Huberman, A. (1984). Qualitative data analysis. Beverly Hills, CA: Sage.
75.
Merleau-Ponty, M. (1962). The phenomenology of perception. London: Routledge & Kegan Paul.
76.
Moss, P. (2005). Making the narrative of quality stutter. Early Education and Development, 16(4), 405- 420.
77.
Myerhoff, B. (1978). Number our days. New York: Simon & Schuster.
78.
Nettl, B. (Ed.). (1998). In the course of performance: Studies in the world of musical improvisation. Chicago, IL: University of Chicago.
79.
Noddings, N. (1996). Stories and affect in teacher education. Cambridge Journal of Education, 26, 293-306.
80.
O'Loughlin, M. (2006). Embodiment and education: Exploring creatural existence. Dordrecht, The Netherlands: Springer.
81.
Oldfather, P., & West, J. (1994). Qualitative research as jazz. Educational Researcher, 23(8), 22-26.
82.
Ong, W. ( 1982). Orality and literacy. New York: Methuen.
83.
Patton, M.Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
84.
Peshkin, A. (1982). The researcher and subjectivity: Reflection on an ethnography of school and community. In G. Spindler (Ed.), Doing the Ethnography of Schooling (pp. 48-67). San Francisco: CA: Stanford University Press.
85.
Peshkin, A. (1988). In search of subjectivity — one's own. Educational Researcher, 17(7), 17-21.
86.
Peters, M. (2004). Education and the philosophy of the body: Bodies of knowledge and knowledge of the body. In L. Bresler (Ed.), Knowing Bodies Moving Minds: Towards Embodied Teaching and Learning (pp.13-28). Dordrecht, The Netherlands: Kluwer.
87.
Peterson, E. (2006). Creativity in music listening. Arts Education Policy Review, 107(3), 15-24.
88.
Polkinghorne, D.E. (1988). Narrative knowing the human science. Albany: State University of New York Press.
89.
Polkinghorne, D. (1995). Narrative configuration as qualitative analysis . In J. Hatch & R. Wisniewski (Eds.), Life History and Narrative (pp. 5-25). London: Falmer Press.
90.
Rasmussen, S. (1999). Making better “scents” in anthropology: Aroma in Tuareg sociocultural systems and the shaping of ethnography. Anthropological Quarterly, 72(2), 55-73.
91.
Reimer, B. (2006). Introduction. Arts Education Policy Review, 107(3), 3-4.
92.
Roberts, L.C. (1997). From knowledge to narrative: Education and the changing museum. Washington: Smithsonian Institution Press.
93.
Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.
94.
Sartre, J. (1956/1966). Being and nothingness: A phenomenological essay on ontology (H. Barnes, Trans.). New York: Pocket Books.
95.
Shusterman, R. (2000). Performing live: Aesthetic alternatives for the ends of art. Ithaca: Cornell University Press.
96.
Shusterman, R. (2004). Somaesthetics and education: Exploring the terrain . In L. Bresler (Ed.), Knowing Bodies Moving Minds: Towards Embodied Teaching and Learning (pp. 51-60). Dordrecht, The Netherlands: Kluwer.
97.
Silvey, P.E. (2004). Ingrid and her music: An adolescent choral singer comes to know musical works. In J. L. Aróstegui (Ed.), The Social Context of Music Education (pp. 11-45). Urbana, IL: CIRCE, University of Illinois.
98.
Silvey, P.E. (2005). Learning to perform Benjamin Britten's Rejoice in the Lamb: The perspectives of three high school choral singers. Journal of Research in Music Education, 53, 102-119.
99.
Smith, M.K. (2001). “Dialogue and conversation,” the encyclopedia of informal education, www.infed.org/bibio/b-dialog.htm . (retrieved on January, 3, 2006).
100.
Stoller, P. (1984). Sound in Songhay cultural experiences. American Technologist, 559-570.
101.
Stubley, E. (1995). The performer, the score, the work: Musical performance and transactional reading. Journal of Aesthetic Education , 29(3), 55-69.
102.
Sturm, B. (2000). Story listening trance experience. Journal of American Folklore, 113, 287-304.
103.
Toelken, B. (1996). The dynamics of folklore. Logan, Utah: Utah State University Press.
104.
Turner, B. (1996). The body and society: Explorations in social theory (2nd ed.). Thousand Oaks, CA : Sage.
105.
van Manen, M. (1990). Researching lived experience. London: University of Western Ontario.
106.
von Wright, G.H. (1971). Explanation and understanding. London: Routledge and Kegan Paul.
107.
Watson, J. (1968). The double helix. New York : New American Library.
108.
Young, K.G. (1987). Taleworlds and storyrealms: The phenomenology of narrative. Dordrecht, The Netherlands: Matinus Nijoff Publishers.
109.
Zembylas, M. (2001). A paralogical affirmation of emotion's discourse in science teaching. In A. Barton & M. Osborne (Eds.), Teaching Science in Diverse Settings: Marginalized Discourses and Classroom Practice (pp. 99-128). New York: Peter Lang.
110.
Zembylas, M. (2003). Emotions and teacher identity: A poststructual perspective. Teachers and Teaching: Theory and Practice, 9(3), 213-238.
111.
Zuckerkandl, V. (1956). Sound and symbol music and the external world (W. Trask, Trans.). Kingsport: Kingsport Press.